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Cambridge University Press 978-1-108-57635-2 -- Cambridge Global English Starters Teacher's Resource with Cambridge Elevate Annie Altamirano , Kathryn Harper , Gabrielle Pritchard Excerpt More Information

1 Come into my class!

Learner's Book A

Big question: What can we do in class?

In this unit learners will:

? explore the new classroom environment ? talk about what they do in class ? follow and understand a story about a mysterious

classroom

? learn to write names of objects in the classroom ? talk about old and new things ? talk about shapes ? learn and use the numbers 1 and 2 ? identify and say the letters and sounds a, b, c ? identify and talk about the colours red and blue.

Learners will begin to build basic communication and literacy skills as they speak about classroom objects, discuss a story, talk about old and new things and act out mini dialogues. They will also begin to develop critical-thinking skills by exploring the new environment, understanding similarities and differences and categorising colours, shapes and objects. Learners will develop gross and fine motor skills through cutting out, and colouring and tracing over letters and numbers. Basic concepts of maths are introduced as they practise counting to 2. At the end of the unit, they will demonstrate understanding as they work in small groups to complete a simple project. Working in groups will also contribute to the development of their social and emotional skills as well as their artistic and expressive skills.

Vocabulary fields: classroom objects, colours, shapes, old and new, people, activities, greetings, letters of the alphabet, numbers 1 and 2

Language focus: What's this?; What is it?; It's an/a (rubber); It's old/new; It's (blue).

Critical thinking

? discriminating and categorising old and new ? identifying shapes in the classroom.

Self-assessment I can:

? explore my new environment ? talk about what we do in class

? follow and understand a story about a mysterious

classroom

? talk about old and new things ? talk about shapes ? count to 2 ? identify and say the letters and sounds a, b, c ? identify and talk about the colours red and blue.

Cambridge International objectives

? Listening: Understand a limited range of short, basic,

supported classroom instructions; understand a limited range of short, supported questions which ask for personal information; understand a limited range of short, supported questions on general and curricular topics; understand very short, supported narratives on a limited range of general and curricular topics; recognise the names of letters of the alphabet; recognise the sounds of phonemes and phoneme blends.

? Speaking: Make and respond to basic statements

related to personal information; ask questions in order to find out about a limited range of personal information and classroom routines; use a limited range of basic words, phrases and sentences related to classroom objects, activities and routines; respond to basic questions on classroom and daily routines; use words and phrases to describe objects; contribute suitable words and phrases to pair, group and whole-class exchanges; take turns when speaking with others in a limited range of short, basic exchanges.

? Use of English: Use numbers 1?10 to count; use

basic adjectives and colours to say what someone/ something is or has; use interrogative pronouns which, what, where to ask basic questions: What colour is it? What now?; use personal subject and object pronouns to give basic personal information; use imperative forms of common verbs for basic commands and instructions; use common present simple forms to give basic personal information; use common present continuous forms to talk about what is happening now; use can/can't to describe ability.

? Reading: Recognise, identify, sound and name the

letters of the alphabet; sight read high-frequency words.

? Writing: Hold a pen/pencil in a comfortable and

efficient grip; form upper- and lower-case letters of regular size and shape; write letters and words in a straight line from left to right with regular spaces between letters and words; copy letters and familiar high-frequency words and phrases correctly.

16 Learner's Book A Unit 1, Come into my class!

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Cambridge University Press 978-1-108-57635-2 -- Cambridge Global English Starters Teacher's Resource with Cambridge Elevate Annie Altamirano , Kathryn Harper , Gabrielle Pritchard Excerpt More Information

Lesson 1: Think about it

What can we do in class?

Learner's Book A pages: 4?5 Activity Book A pages: 4?5

Lesson objectives

Listening: Listen to a chant and mini dialogues. Follow directions and listen for information.

Speaking: Have a conversation with a friend. Practise theme vocabulary and instructional vocabulary.

Critical thinking: Draw on their knowledge of classroom objects and analyse what they are used to achieve.

Pre-reading: Exposure to sentences, word shapes and poem shapes.

Pre-writing: Trace new words; trace and colour.

Vocabulary: book, pencil, crayon, paper, paint, glue, pen, yes, no, draw, read, colour, stick

Language focus: What's this?; What is it?; It's a/an...; It's old/new.

Materials: a puppet for each member of the class (puppet template PCM 3 page 162), colour pencils or crayons, markers, name cards (PCM 4 page 163), 1 safety pin per card, classroom objects or flashcards of vocabulary items (PCM 5 page 164), cloth bag, salt tray, coloured paper/stickers, shapes, glue, draft paper. Preprepare an example picture of a child using as many materials from the list as possible for Activity Book page 5 (activity 4).

Learner's Book

Warm up: Who are we?

? Welcome the class and ask learners to sit in a circle on

the floor. Introduce yourself. Say: Hello. I'm ...

? Make puppets for all the class, or introduce this as a

class activity (PCM 3 page 162). Ask a puppet: What's your name? and have the puppet answer: I'm ... Then use the puppet to ask learners: What's your name? Encourage learners to reply to the puppet.

? Give learners a puppet each and encourage them to talk

to each other using it.

? Write each child's name on a name card (PCM 4 page

163) and laminate it so that it lasts for many classes. Give each learner their name card and secure them with a safety pin.

? Play a clapping game: The learners sit in pairs opposite

one another and clap hands together. Then ask the learners to reach out with their right hand to clap their partner's right hand as learner A asks: What's your name?

? Clap hands again then the learners reach out with their

left hand to clap their partner's left hand as learner B says: I'm ...!

Teaching tip: Positive feedback is crucial to encourage learners to work hard and to reinforce their self-esteem. Short expressions such as `Great!', `Good job!' or `Well done!' can be used to praise them for correct answers. Visual feedback can be used to avoid interrupting learners while they are speaking. A smile, a nod of the head or another appropriate gesture could be one form of visual feedback.

What can we do in class?

? Show the picture of the bird. What is the bird doing?

The bird is reading a book. You can mime this to make the meaning clear.

? Ask learners what they can do in class. Can they read a

book like the bird? What else can they do?

? Elicit ideas from the class. If needed, show them objects

that can spark ideas, e.g. a pencil or crayon (write and colour), glue and scissors (cut and paste).

? Use real objects to introduce the vocabulary: book,

pencil, crayon, paper, paint, glue, pen. Collect some of each object, e.g. 5 pencils, 3 books, and so on, and place them around the classroom. Address each learner in turn, e.g. Find a crayon/the glue. Mime `Find' to make the meaning clear.

? Explain what `yes' and `no' mean. You may shake your

head for `no' and nod for `yes', or mime with your fingers to show the meaning.

? Put a line of tape on the floor and designate one side

`YES' and the other `NO'. Ask learners to stand on the line.

? Hold up an object and say its word. If learners think that

you have said the correct word they jump to the `YES' side; if not, they jump to the `NO' side.

? If a learner makes a wrong choice, make a thinking

gesture and encourage them to think about their answer.

1 Chant and clap. 1

? Open the Learner's Book to page 4 and mime as you

say: Look and listen. Point to the poem, then at your eyes and ears.

? Play the chant as the children look at the picture.

Learners identify and point to the classroom objects.

? Clap along to the rhythm of the chant and encourage

learners to follow you.

? Put the objects/flashcards (PCM 5 page 164) within

reach. Learners say the chant and pick a flashcard/ object when it is said.

? Ask more confident learners to read some of the key

words in the poem independently.

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? Informal assessment opportunity: Use sticky notes or

take pictures to record what learners are doing in order to feed into planning.

Audioscript: Track 1 See Learner's Book page 4.

DIGITAL ACTIVITY Use this video to create interest in the topic of classrooms.

2

What can you see? Explore the picture.

? Learners explore the picture in more detail. Focus on

the child characters in the picture and ask volunteers to say their names. Discuss what the children in the picture are doing, and what they are using to make their pictures.

? Help with any new words and phrases the learners need

to express themselves in English. For example `colour', `make,' `use', `draw'. Mansi and Lan are making a picture. It's a picture of a bird. Nasreen has crayons. Aron and Ana are making a tree. Aron is using scissors.

? Incorporate the new words and phrases into following

lessons so that the learners are exposed to a wide range of topic language that they can make active at their own pace.

3 Listen and stick. Listen, say and act. 2

? Ask learners to find their stickers for Unit 1. Then ask

them to look at the picture on page 5 of their Learner's Book. Encourage them to talk about what is missing from the image, e.g. the classroom objects, and guess which object matches each outline. Explain that they are going to put the stickers in the correct place.

? Play the audio. Pause after each mini dialogue and act it

out. Encourage the class to act with you.

? Play the audio again, pausing after each exchange.

Learners choose the sticker that matches the recording and stick it in the correct place. Give them plenty of time to do this.

? When they have finished, divide the class into pairs.

Play each dialogue again and ask learners to act them out. You could ask more confident learners to act out one dialogue for the class.

? Differentiation opportunity: Some learners may

already know how to form the letters of the alphabet. You may ask these learners to trace over the captions. With less confident learners, use a tray with enough salt to just cover the bottom and show learners how to make lines and shapes in the salt tray using their pointer finger.

Audioscript: Track 2 What's this? It's a pencil. Draw with the pencil.

What's this? It's a book. Let's read the book.

What's this? It's a crayon. Colour with the crayon.

What's this? It's paper. Pass the paper, please.

What's this? It's paint. Paint on the paper.

What's this? It's glue. Stick with the glue.

4 Play the game. Talk about an object. Your friends guess the object.

? Place some classroom objects into a cloth bag, asking

the class to name each one as you place them in. Learners take turns to reach into the bag, touch an object and try to guess which one it is by its shape, texture or size. After they have guessed, they take out the object to check if they are right.

? Encourage learners to say what the object is, e.g. It's a

book!

DIGITAL ACTIVITY Use this listening activity to reinforce new classroom object vocabulary.

Activity Book

Introduction games

? Ask learners to point to each of the six children in the

picture in turn. Then ask learners to colour the children and their name captions.

? Play a game. Point to a child from the picture and ask

the class to name the child.

? The children then play the game in pairs, pointing and

saying the names of the characters.

1a Listen, say and circle. 1

? Review the classroom objects. Focus on the picture and

ask learners what the birds are doing. They are playing a guessing game. Ask what the bird is using to make a sound (a pencil).

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Cambridge University Press 978-1-108-57635-2 -- Cambridge Global English Starters Teacher's Resource with Cambridge Elevate Annie Altamirano , Kathryn Harper , Gabrielle Pritchard Excerpt More Information

? Play the guessing game with the class. Play the first part

of the audio and ask learners to confirm their guess. They then circle the correct item in part 1. Play the rest of the audio for the children to listen, answer and circle.

Audioscript: Track 1 1 Listen. It's a ... Yes, it's a crayon.

2 Listen. It's ... It's paint.

3 Listen. It's ... It's paper.

4 Listen. It's ... It's glue.

5 Listen. It's a ... It's a book.

6 Listen. It's a ... It's a pencil.

1b Listen, check and repeat. 2

? Play the audio again for children to listen, check their

answers and repeat.

? They then complete the other pictures and discuss what

is unusual about each item.

? Differentiation opportunity: More confident learners

can then trace over the words and `read' them.

3a What's this? Circle. 3

? Learners identify what has been used in each of the

pictures on the left. Elicit ideas from them. If they find it difficult, direct them to the two options in the pictures.

? Play the first part of the audio for learners to listen and

confirm their answers. Then they complete the activity, circling the word that matches the shadow image.

? Differentiation opportunity: More confident learners

can trace the correct word in the pairs of words next to the picture. Less confident learners may use the salt tray.

3b Listen, check and say. 3

? Play the audio again for learners to check their answers.

Play each answer and ask the learners to repeat the sentences. Praise correct work. For example, say: Well done! or Brilliant!

Audioscript: Track 3 1 It's paint. 2 It's a crayon. 3 It's paper. 4 It's a pencil.

Audioscript: Track 2 1 Listen. It's a ... Yes, it's a crayon.

2 Listen. It's ... It's paint.

3 Listen. It's ... It's paper.

4 Listen. It's ... It's glue.

5 Listen. It's a ... It's a book.

6 Listen. It's a ... It's a pencil.

2

Look and guess. Join and check.

? Focus on the first dot-to-dot picture and encourage

learners to guess what they think it is. Ask them to join

the dots to reveal the picture.

? Discuss what is unusual about the picture ? encourage

them to think about the shape. Ask: Is this a ...? Why is it

funny?

Teaching tip: Giving feedback is important. If a learner has made mistakes, be positive and praise effort, but be specific about what they need to improve. For example, say: I thought your work was great because ... I think it could be even better if ...

4

Make a picture of yourself. Circle the things

you used.

? Discuss your pre-prepared example picture with the

class and model how you made it.

? Provide crayons, pencils, paint, coloured paper/

stickers, shapes and glue. Learners plan their picture on

a piece of paper before completing it in their books.

? Encourage learners to experiment with paper cut-outs

as they plan their work. When learners have finished,

they circle the items they have used to make their

pictures and write their name under the picture.

? Informal assessment opportunity: Take a picture of

learners' work for the class portfolio. Make notes to

remind yourself of remedial actions for future classes if

necessary.

? Differentiation opportunity: Encourage more

confident learners to tell the class how they made their

pictures. Less confident learners can say what they can

in English and use L1 if necessary. Echo their words and

invite them to repeat after you.

Activity Book A Unit 1, Come into my class! Lesson 1 19

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Lesson 2: Story time

The classroom Learner's Book A pages: 6?9 Activity Book A pages: 6?7

Lesson objectives

Listening: Listen to a story. Speaking: Discuss a story. Ask and answer questions. Talk about colours red and blue. Critical thinking: Understand a story. Find what isn't in a story. Pre-reading: Become familiar with left-to-right directionality; identify graphic devices such as speech bubbles and numbered picture frames.

? Play the audio. Learners listen and `read' the story. ? Play the audio again and discuss the general meaning

of the story. You can use real objects, e.g. a paintbrush, to help make the meaning clear and to model pronunciation. Ask learners their opinion of what has happened, e.g. Is the teacher happy or angry? Does she like the new classroom? Can we paint the classroom like that? Are the crayons special?

? Differentiation opportunity: During the story, non-

readers can listen to the audio and try to follow the text with their fingers. Less confident readers can use the images in the speech bubbles to try to identify single words. More confident readers can follow the text or sections of text.

Audioscript: Track 3

See Learner's Book pages 6?9.

New vocabulary: blue, red, pencil case, classroom, paintbrush, walls, drawings, dark, Thank you, You're welcome, teacher, Let's tidy up

Existing vocabulary: book, pencil, crayon, paper, paint, glue, pen, yes, no

Language focus: What's your name? I'm ... ; Let's ... Look at ... ; What's that? The pencil is red; What colour is the ...?

Materials: puppets (from lesson 1), name cards, colour pencils or crayons (including red and blue), markers, classroom objects or flashcards of vocabulary items (PCM 5 page 164), character mask (PCM 6 page 166), special crayon template (PCM 9 page 169), A3 paper

Learner's Book

Warm up.

? Welcome the class using the puppet. Say: Hello ...!

Encourage them to greet the puppet: Hello puppet.

? Make sure all children are wearing their name cards. Ask

them to turn to a partner and greet them with a smile.

1 Listen and follow the story. 3

? Ask learners to sit in a circle, look at the pictures and

say what they think the story is going to be about. Encourage them to give details, e.g. is the classroom like theirs, how are the characters feeling, are they friends or family?

? Ask them to find pictures of things they know in English.

Focus on the school objects they have learnt. They find the objects and say the word.

Teaching tip: Some learners might know words that haven't been taught, e.g. colours. Share the words with the class and encourage the class to guess the meaning.

2 Look and match. Then colour and say.

? Review red and blue with the class. Then introduce

the question: What colour is it/this? Ask learners to look for red and blue objects in the classroom. Hold up a red and a blue pencil and say the colour. Encourage learners to show their red and blue objects and say the colours in the same way.

? Discuss the colour of each item in the story. Go through

the activity orally, getting learners to check the story before they complete each part of the matching activity.

? Encourage learners to talk about the colours of the

objects ? The pencil is red.

EXTENSION

? Draw a large circle on two pieces of A3 paper and

pin them on different walls in the classroom. Take a blue crayon and ask learners to say the colour. Walk over to one circle and colour a small part of the circle blue. Repeat with red. Then say a colour to a learner, e.g. blue. They pick up the blue crayon, go over to the circle you coloured in blue and colour it a little. Continue with other learners.

3 What isn't in the story? Circle and say.

? Discuss with the class what things are not in the story.

Point at the first line of images and ask what each picture is, e.g. a red crayon. Then ask learners which of these items isn't in the story. They look carefully at the story pictures to decide.

? Proceed in the same way with each question. If

necessary, take the time to go over the difference between `is' and `isn't'.

4 Act out the story.

? Listen to the story again. Encourage learners to join

in if they can remember the words, or join in with the speech of particular characters.

? Then put the children into groups to act out the story.

Learners can make character masks using the character mask template (PCM 6 page 166).

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